Relevant bibliographies by topics / Learning content

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning content'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Learning content"

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Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (March 2018): 229–58. http://dx.doi.org/10.1177/105268461802800204.

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This article examines the context for content teachers‘ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as well as supports that influenced the development of teacher capacity. The data used in this analysis comes from a yearlong qualitative case study of professional learning and the instruction of ELs in one diverse, urban high school. Data analysis revealed two main themes (1) the significance of the role and vision of the principal and (2) the relevance of cultural norms, structures, and activities that contributed to content teachers’ capacity to meet the needs of ELs. Implications for research and practice are discussed.
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Met, Myriam. "Learning Language through Content: Learning Content through Language." Foreign Language Annals 24, no. 4 (September 1991): 281–95. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00472.x.

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Contractor, D., S. Negi, K. Popat, S. Ikbal, B. Prasad, S. Vedula, S. Kakaraparthy, B. Sengupta, and V. Kumar. "Smarter learning content management using the Learning Content Hub." IBM Journal of Research and Development 59, no. 6 (November 2015): 3:1–3:9. http://dx.doi.org/10.1147/jrd.2015.2455691.

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Sørensen, Christian Grund. "Content, Context & Connectivity Persuasive Interplay." International Journal of Conceptual Structures and Smart Applications 1, no. 2 (July 2013): 69–77. http://dx.doi.org/10.4018/ijcssa.2013070108.

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The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.
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Hamm, A., and D. Vaitl. "Stimulus-content, context, and learning of autonomic responses." International Journal of Psychophysiology 7, no. 2-4 (August 1989): 226. http://dx.doi.org/10.1016/0167-8760(89)90167-0.

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Pacheco, Maria Leonor, and Dan Goldwasser. "Modeling Content and Context with Deep Relational Learning." Transactions of the Association for Computational Linguistics 9 (February 2021): 100–119. http://dx.doi.org/10.1162/tacl_a_00357.

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Building models for realistic natural language tasks requires dealing with long texts and accounting for complicated structural dependencies. Neural-symbolic representations have emerged as a way to combine the reasoning capabilities of symbolic methods, with the expressiveness of neural networks. However, most of the existing frameworks for combining neural and symbolic representations have been designed for classic relational learning tasks that work over a universe of symbolic entities and relations. In this paper, we present DRaiL, an open-source declarative framework for specifying deep relational models, designed to support a variety of NLP scenarios. Our framework supports easy integration with expressive language encoders, and provides an interface to study the interactions between representation, inference and learning.
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Allen, Deborah, and Kimberly Tanner. "Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning." Cell Biology Education 2, no. 2 (June 2003): 73–81. http://dx.doi.org/10.1187/cbe.03-04-0019.

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Torres, Ana Maria Lopez, and Cristobal Nico Suarez Guerrero. "Learning Content Development With Social Tools: Learning Generated Content in Engineering." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, no. 3 (August 2013): 111–18. http://dx.doi.org/10.1109/rita.2013.2273110.

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Barreau, Deborah. "Distance Learning: Beyond Content." Journal of Education for Library and Information Science 41, no. 2 (2000): 79. http://dx.doi.org/10.2307/40324057.

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Fisher, Douglas, and Nancy Frey. "Content Area Vocabulary Learning." Reading Teacher 67, no. 8 (April 28, 2014): 594–99. http://dx.doi.org/10.1002/trtr.1258.

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Dissertations / Theses on the topic "Learning content"

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Roberts, Jonathan Ralph. "Learning-based procedural content generation." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/learningbased-procedural-content-generation(1af8d23d-8ceb-416b-b4ba-d7a2970b47ef).html.

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Procedural Content Generation (PCG) has become one of the hottest topics in Computational Intelligence and Artificial Intelligence (AI) game research in the past few years. PCG is the process of automatically creating content for video games, rather than by hand, and can offer great benefits for video games companies by helping to bring costs down and quality up. By guiding the process with AI it can be enhanced further and even be made to personalize content for target players. Among the current research into PCG, search-based approaches overwhelmingly dominate. While search-based algorithms have been shown to have great promise and produce several success stories there are a number of open challenges remaining. In this thesis, we present the Learning-Based Procedural Content Generation (LBPCG) framework, which is an alternative, novel approach designed to address some of these challenges. The major difference between the LBPCG framework and contemporary approaches is that the LBPCG is designed to learn about the problem space, freeing itself from the necessity for hard-coded information by the game developers. In this thesis we apply the LBPCG to a concrete example, the classic first-person shooter Quake, and present results showing the potential of the framework in generating quality content.
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Jones, Christopher Richard. "Context, content and cooperation : an ethnographic study of collaborative learning online." Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267538.

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Ntuli, Esther, and Arnold Nyarambi. "Learning in a Global Context: Education Diplomacy in Primary Grade Content Preparation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8218.

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The article shares the authors' thoughts about the concept of education diplomacy and its relevance in developing content for elementary grade levels. They emphasize the importance of learning about education diplomacy at an early age in order to develop adaptability among human beings. The piece offers insights on developing content for teacher preparation programs to provide elementary teachers with tools to teach about education diplomacy to the future generation. It also opens up a discussion on the importance of the intersecting time-tested skills, knowledge, and dispositions required by education diplomats in understanding and applying the concept.
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Hooper, Hugh R. "Computers and content-based language learning." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28072.

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Can a computer database be used to augment a content-based approach to developing academic discourse? This document reports on the integration of these three areas in student tasks in a unit of work (biology) taught by a content teacher and a language specialist to a class of grade 7 students in a Vancouver elementary school. The objectives of the study were 1) to investigate the connections between biology content, the academic discourse of classification and a computer database, and 2) to identify if each area was in fact related to the knowledge structures of classification and description. The research method focussed on, ethnographic observations, interviews and recordings of the students and the teachers as they worked through the unit. Analysis of the findings seems to suggest that there are connections between biology content, academic discourse of classification and a computer database, and that each area is related to the knowledge structure of classification and description. This finding further suggests that student tasks at the computer have the potential for developing academic discourse and the learning of content. This potential may deserve further investigation by both teachers and researchers.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Берест, Олег Борисович, Олег Борисович Берест, and Oleh Borysovych Berest. "Modern technologies for learning content creation." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29464.

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One of the teacher’s main task is to make his subject as more creative as it can be possible for students to interest them in it. There are many ways to make your lesson more cognitive and useful (for instance, usage of free open educational resources), but nowadays visual interactive learning tools become more popular and popular. And the problem is where to find or how to create necessary staff for you. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29464
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Collins, Ronald W. "Transfer of learning between related and less related tasks using content specific and content general learning strategies." FIU Digital Commons, 1990. http://digitalcommons.fiu.edu/etd/2409.

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This study compared learning strategies in an effort to determine which strategy would be most beneficial to transfer of learning. A number of approaches were suggested in the related literature for maximizing learning, one of which was to use "learning how to learn," also known by the term content general learning strategy. This study hypothesized that the use of content general learning strategies would produce more transfer of learning across both related and less related tasks than content specific learning strategies. Both learning strategies were combined with either a visual and semantic method of encoding or a semantic only method of encoding. A factorial analysis of covariance (ANCOVA) which combines regression analysis with analysis of variance tested the null hypothesis that the adjusted population means were equal for the covariate of the pretest and the dependent variable of the posttest. Analysis procedures of the ANCOVA on data results reflect that for related and less related tasks, content general with visual and semantic encoding outperformed all other methods tested. The results indicate that a general learning strategy (learning how to learn) is more productive for learning achievement in situations where transfer of learning is desired.
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Svensson, Martin, and Oskar Pettersson. "Case study: Extending content metadata by appending user context." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-743.

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Recent developments in modern computing and wireless networks allow mobile devices to be connected to the Internet regardless of their physical location. These mobile devices, such as smart phones and PDAs, have turned into powerful multimedia units allowing users to become producers of rich media content. This latest development contributes to the ever-growing amount of digital material existing on the World Wide Web, and at the same time creates a new information landscape that combines content coming from both, the wired and mobile Internet. Thus, it is important to understand the context or settings in which mobile devices are used, and what is the digital content produced by the different users. In order to gain more knowledge about this domain, we have investigated how to extend the standard metadata related to content with a metadata domain describing the context, or settings in which the content has been created.

In order to limit the scope of our work, we have focused our efforts in a specific case taking place in a project called AMULETS. The AMULETS-project contains all of the elements we need in order to resemble the contextual setting in a metadata model. Combined with the technical metadata associated to the digital content, we try to display the benefits of capturing the different attributes of the context that were present when the content was generated. Additionally, we have created a proof-of-concept Entity Relation (ER)-diagram which proposes how the metadata models can be implemented in a relational database. As the nature of the thesis is design-oriented, a model has been developed and it will be illustrated throughout this report. The aim of the thesis is to show how it is possible to design new metadata models that combine both relevant attributes of the context and content in order to develop new educational activities supported by location-based services.

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Silva, Muñoz Lydia. "Ontology-based metadata for e-learning content." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/6207.

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Atualmente a popularidade da Web incentiva o desenvolvimento de sistemas hipermídia dedicados ao ensino a distância. Não obstante a maior parte destes sistemas usa os mesmos recursos do ensino tradicional, apresentado o conteúdo como páginas HTML estáticas, não fazendo uso das novas tecnologias que a Web oferece. Um desafío atual é desenvolver sistemas educativos que adaptem seu conteúdo ao estilo de aprendizagem, contexto e nível de conhecimento de cada aluno. Outro assunto de pesquisa é a capacidade de interoperar na Web reutilizando objetos de ensino. Este trabalho apresenta um enfoque que trata esses dois assuntos com as tecnologias da Web Semântica. O trabalho aqui apresentado modela o conhecimento do conteúdo educativo e do perfil do aluno pelo uso de ontologias cujo vocabulário é um refinamento de vocabulários padrões existentes na Web como pontos de referência para apoiar a interoperabilidade semântica. As ontologias permitem a representação numa linguagem formal dos metadados relativos a objetos de ensino simples e das regras que definem suas possíveis formas de agrupamento para desenvolver objetos mais complexos. Estes objetos mais complexos podem ser projetados para se adequar ao perfil de cada aluno por agentes inteligentes que usam a ontologia como origem de suas crenças. A reutilização de objetos de ensino entre diferentes aplicações é viabilizada pela construção de um perfil de aplicação do padrão IEEE LOM-Learning Object Metadata.
Nowadays, the popularity of the Web encourages the development of Hypermedia Systems dedicated to e-learning. Nevertheless, most of the available Web teaching systems apply the traditional paper-based learning resources presented as HTML pages making no use of the new capabilities provided by the Web. There is a challenge to develop educative systems that adapt the educative content to the style of learning, context and background of each student. Another research issue is the capacity to interoperate on the Web reusing learning objects. This work presents an approach to address these two issues by using the technologies of the Semantic Web. The approach presented here models the knowledge of the educative content and the learner’s profile with ontologies whose vocabularies are a refinement of those defined on standards situated on the Web as reference points to provide semantics. Ontologies enable the representation of metadata concerning simple learning objects and the rules that define the way that they can feasibly be assembled to configure more complex ones. These complex learning objects could be created dynamically according to the learners’ profile by intelligent agents that use the ontologies as the source of their beliefs. Interoperability issues were addressed by using an application profile of the IEEE LOM- Learning Object Metadata standard.
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Lorenz, Anja. "Kooperationsunterstützung in einem Learning Content Management System (LCMS)." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82022.

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Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.
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Periasamy, Radhakrishnan. "Machine learning in hypermedia using digital image content." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310680.

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Books on the topic "Learning content"

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Content management for e-learning. New York: Springer, 2011.

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J, Colker Laura, and Heroman Cate, eds. Connecting content, teaching, and learning. Washington, DC: Teaching Strategies, 2002.

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Ruiz de Zarobe, Yolanda, and Rosa María Jiménez Catalán, eds. Content and Language Integrated Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675.

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Ferrer, Núria Ferran, and Julià Minguillón Alfonso, eds. Content Management for E-Learning. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6959-0.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press, 2010.

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Literacy & learning in the content areas. 3rd ed. Scottsdale, Ariz: Holcomb Hathaway, Publishers, 2011.

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Ryder, Randall J. Reading and learning in content areas. 3rd ed. New York: J. Wiley & Sons, 2003.

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Ryder, Randall J. Reading and learning in content areas. New York: Merrill, 1994.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press, 2010.

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Ann, Christison Mary, ed. Life science: Content and learning strategies. Reading, Mass: Addison-Wesley, 1992.

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Book chapters on the topic "Learning content"

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McConachie, Stephanie M., and Rosita E. Apodaca. "Embedding Disciplinary Literacy: Leadership and Professional Learning." In Content Matters, 163–96. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269466.ch7.

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Essmiller, Kathy. "Learning Through Play." In Educational Technology Beyond Content, 177–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37254-5_15.

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Deshler, Donald D., Belinda B. Mitchell, Michael J. Kennedy, Leslie Novosel, and Frances Ihle. "Content-Area Learning." In Encyclopedia of the Sciences of Learning, 787–90. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_552.

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Rivera, F. D. "Content-Practice Learning." In Teaching to the Math Common Core State Standards, 187–92. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-962-3_13.

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Rivera, F. D. "Content-Practice Learning." In Teaching to the Math Common Core State Standards, 145–50. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-503-8_11.

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Shultz, Thomas R., Scott E. Fahlman, Susan Craw, Periklis Andritsos, Panayiotis Tsaparas, Ricardo Silva, Chris Drummond, et al. "Content Match." In Encyclopedia of Machine Learning, 226. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_166.

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Sims, Lisa. "Content Is King." In Effective Digital Learning, 27–32. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6864-3_4.

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Wiley, David. "Learning Objects, Content Management, and E-Learning." In Content Management for E-Learning, 43–54. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6959-0_3.

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Fortna, Benjamin C. "Context and Content." In Learning to Read in the Late Ottoman Empire and the Early Turkish Republic, 73–122. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230300415_3.

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Xie, Xiaoqin, Jie Tang, Juanzi Li, and Kehong Wang. "A Component Retrieval Method Based on Facet-Weight Self-learning." In Content Computing, 437–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30483-8_54.

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Conference papers on the topic "Learning content"

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Frango Silveira, Ismar, Carlos Fernando Araujo Jr., Luiz Henrique Amaral, Ivan Carlos Alcântara de Oliveira, Juliano Schimiguel, and Manuel Fernández-Paradela Ledón. "Granularity of Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2909.

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Traditional methods for developing digital learning content usually produce very large, monolithic content that barely can be reused even in similar contexts, despite of the quality they can have. Nonetheless, digital learning content can be described as a set of highly reusable, low-coupled learning objects that can be put together in order to build adaptive, learner-focused content Nowadays, in spite of all technological evolution, it cannot be affirmed that content development in computer-aided teaching/learning process had evolved the same way. This is, indeed, the most expensive, time-consuming undertaking among all tasks demanded by computer-based course building. One of the reasons for this is that digital learning content reuse, even nowadays, is frequently done through copy-and-paste mechanisms that transpose digital learning contents from a context to another. A vary of explanations can be arisen to justify this fact: first, digital learning content is often modeled in an ad hoc manner, in order that all content is very specific, going about some determined knowledge domain. Besides, such development often utilizes tools and techniques - like HTML - that aren’t concerned about separating content from presentation. A possible solution for this is to develop digital learning contents in function of the set of potential learning objects they can be made of. Thus, there will be analyzed a set of frequently used learning objects in order to classify them on types and discuss some possibilities for diminish their coupling to other learning objects, thus leading to finer granular contents, augmenting their potential for reusability.
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Singh, Shirish, and Meng Xie. "Learning context-content similarity for image retrieval." In UbiComp '17: The 2017 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123024.3123166.

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Kawase, Ricardo, Bernardo Pereira Nunes, and Patrick Siehndel. "Content-Based Movie Recommendation within Learning Contexts." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.53.

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Mwinyi, Ibrahim Hussein, Husnu S. Narman, Kuo-Chi Fang, and Wook-Sung Yoo. "Predictive self-learning content recommendation system for multimedia contents." In 2018 Wireless Telecommunications Symposium (WTS). IEEE, 2018. http://dx.doi.org/10.1109/wts.2018.8363949.

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Seiz Ortiz, Rafael, and Ángela Barrera Puerto. "GAMIFICATION IN A CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1286.

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Komar, Meir. "FROM PEDAGOGICAL CONTENT KNOWLEDGE TO PEER CONTENT OBSERVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0575.

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Earle, Sam, Maria Edwards, Ahmed Khalifa, Philip Bontrager, and Julian Togelius. "Learning Controllable Content Generators." In 2021 IEEE Conference on Games (CoG). IEEE, 2021. http://dx.doi.org/10.1109/cog52621.2021.9619159.

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"Content." In 2012 IEEE Symposium on E-Learning, E-Management and E-Services (IS3e 2012). IEEE, 2012. http://dx.doi.org/10.1109/is3e.2012.6414942.

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"Structures for Mapping Learning Content." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.074.

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"Table of Content." In 2021 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2021. http://dx.doi.org/10.1109/icmlc54886.2021.9737265.

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Reports on the topic "Learning content"

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, November 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, August 2020. http://dx.doi.org/10.53832/edtechhub.0029.

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In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
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Afoakwah, Edmund, Francisco Carballo, Alex Caro, Samantha D’Cunha, Stephanie Dobrowolski, and Alexandra Fallon. Dialling up Learning: Testing the Impact of Delivering Educational Content via IVR to Students and Teachers in Ghana. EdTech Hub, October 2021. http://dx.doi.org/10.53832/edtechhub.0051.

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Groeneveld, Caspar. Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation. EdTech Hub, January 2022. http://dx.doi.org/10.53832/edtechhub.0078.

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Main, Robert G., John F. Long, and Wendi A. Beane. The Effect of Video Image Size and Screen Refresher Rate on Content Mastery and Source Credibility in Distance Learning Systems. Fort Belvoir, VA: Defense Technical Information Center, May 1998. http://dx.doi.org/10.21236/ada370562.

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Nelson, Gena, Hannah Carter, and Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, November 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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Collins, Susan, Jennifer Kemp, and Isaac Farley. Introduction to Registering Book Content Webinar, Brazilian Portuguese. Crossref, November 2021. http://dx.doi.org/10.13003/wfmwrcu3sx.

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Livro é um tipo de conteúdo que tem aumentado bastante no Crossref. É uma excelente oportunidade para autores aumentarem a lista de suas publicações, além de proporcionar a disseminação do conteúdo, descoberta por outros leitores e também possibilitar citações. O Crossref tem opções para ajudar a registrar uma variedade de tipos de livros em diferentes fluxos de trabalho – então, junte-se a nós para uma visão geral de por que os livros são importantes para o Crossref e como podemos ajudá-lo. Esse webinar abrangerá: Razões pelas quais você deve registrar livros no Crossref; Melhores práticas para registro de livros; Como registrar metadados de livros; Demonstração de registro de livros e metadados usando o web deposit. Haverá um tempo para perguntas e troca de experiência. Este webinar será útil para editoras, editores, equipes de produção e para os interessados em aprender sobre registro de livros e seus metadados no Crossref. Books are one of Crossref’s fastest-growing content types and an excellent opportunity to improve the scholarly record for authors and increase the discoverability of content. Crossref has options to help register a variety of book types in different workflows so join us for an overview of why books are important to Crossref and how we can help you include yours. The webinar will cover: Reasons why you should register books with Crossref Best practice for books How to register book metadata This webinar should be useful for book publishers, editors, production staff, and anyone else interested in learning more about books and book metadata at Crossref.
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